Standard educational programme

The basic curriculum sets out the general principles for the organisation of the educational process at GSEI. On the basis of this curriculum, the MESU develops the Standard educational programme (Наказ Міністерства освіти і науки України ‘Типова освітня програма закладів загальної середньої освіти ІІІ ступеня’). This programme specifies the content of the branches of knowledge through the study of subjects and courses from the invariable component. Each GSEI annually develops its own educational programme, which specifies the variable component of general secondary education, taking into account the specifics of the educational process. 

Curriculum. Based on the state standard, the MESU coordinates the development and testing of curricula, which are approved according to the established procedure.

The content of education and the requirements for mastery at the upper secondary level include both basic and specialised levels. The state standard defines the compulsory requirements for general education at the basic level. At the profile (specialised) level, educational (variable) programmes are developed based on the needs of different regions and the scientific and methodological priorities of teachers.

The list of curricula for grades 10-11 is available on the website of the Institute of Education Content Modernisation (IECM).

Teaching methods and materials

Using their right to academic autonomy, a teacher in an upper secondary school may independently choose forms, methods and tools in accordance with the educational programme. Teachers can also develop and implement their own curricula, projects, teaching methods and technologies, with a focus on competence-based approaches to learning. This supports the goal of the specialised secondary education, which includes:

• Forming Ukrainian national and civic identity;

• Developing  competences necessary for life, resilience, independence and responsibility;

• Promoting respect for social and state (national) values of Ukraine;

• Encouraging entrepreneurship, the conscious choice of a future life path and lifelong learning;

• Fostering responsible attitude towards the environment, based on a scientific worldview and the principles of sustainable development.

In specialised secondary education, the main priorities are personality-oriented and competence-based approaches. The key competences according to the State Standard for Basic and Complete General Secondary Education (grades 8-11) are:

• Fluency in the state language;

• Ability to communicate in native (if different from the state language) and foreign languages;

• Competence in the fields of natural sciences, engineering and technology;

• Innovativeness;

• Environmental competence;

• Information and communication competence;

• Lifelong learning;

• Civic and social competences;

• Cultural competence;

• Entrepreneurship and financial literacy.

Subject-specific competences are requirements for the compulsory outcomes of learning, as outlined in the national standards for each subject area. These competences are detailed in educational programmes, where subject knowledge is seen as a means of developing competences. The outcome of the learning process is the formation of the learner's general competence, which combines both key competences and subject-specific competences.

At the level of specialised secondary education,   particular attention is given to the learning of the national language. A foundation is also laid for the learner's conscious self-determination as an individual, member of a family, nation and society, and the ability to approach the diversity of the world and people with tolerance and understanding. The majority of learning is subject-based, with a proportion of study time devoted to elective subjects.

Teachers prepare calendars and thematic plans to structure the educational process, taking into account pupils' abilities. They  independently structure the sequence of expected learning outcomes in line with the curriculum. Teachers can adjust the plans during the year according to pupils' progress, allocating time to individual topics and content modules.

A competency-based approach and partnership pedagogy have transformed the educational environment, integrating advanced digital technologies. This includes, for example, electronic versions of textbooks onthe IECM website, electronic diaries and journals (Безкоштовні електронні класні журнали та щоденники з можливостями дистанційного навчання).

Educational materials. The state finances the printing and distribution of educational programmes and textbooks to schools. The software and hardware complex known as the  Automated Information Complex of Educational Management (AICEM, in Ukrainian - АІКОМ), manages the process of creating state orders for textbooks.

All educational materials used in schools require approval from the MESU. These materials undergo a comprehensive review to obtain approval. Once approved, publishers print and distribute supplementary teaching materials and workbooks at their own expense on a commercial basis. These materials are optional and can only be used if they do not overburden learners and if all parents in the class agree to pay for them.

Textbooks marked ‘Recommended by the Ministry of Education and Science of Ukraine’ support the implementation of standard educational programmes for grades 10-12 in upper secondary schools. Their electronic versions are available in the online library on the IECM website. 

To ensure equal access to quality education for all learners, the MESU, the Ukrainian Institute of Education Development and the Ministry of Digital Transformation of Ukraine have launched the ‘All-Ukrainian School Online’ (Всеукраїнська школа онлайн). This platform provides resources for distance and blended learning, including video lectures (5-15 minutes long), lesson plans, test tasks and additional materials. The platform also includes thematic and final assessments and allows teachers and parents to track learners' academic progress. Teachers can access methodological materials for organising distance and blended learning through the ‘All-Ukrainian School Online’ platform, as well as information literacy resources from the IREX project.